ALEX Lesson Plans

Title: So You Think You Can Amend The Constitution?
Description:
Students will use knowledge of The Constitution and current events to develop hypothetical changes to The Bill of Rights. Students will propose two new amendments to the Constitution and support their proposition with events from the 21st century.
Standard(s): [SS2010] CIV (7) 10: Describe individual and civic responsibilities of citizens of the United States.

Subject: Literacy Standards (6-12) (6 - 8), or Social Studies (7) Title: So You Think You Can Amend The Constitution?Description: Students will use knowledge of The Constitution and current events to develop hypothetical changes to The Bill of Rights. Students will propose two new amendments to the Constitution and support their proposition with events from the 21st century.

Title: How can I make a difference?
Description:
Students will learn about individual and group participation in community activities, and the differing ways to participate in government and community.
Standard(s): [LIT2010] WRI (6-8) 9: Draw evidence from informational texts to support analysis, reflection, and research.

Subject: Literacy Standards (6-12) (6 - 8), or Social Studies (7) Title: How can I make a difference? Description: Students will learn about individual and group participation in community activities, and the differing ways to participate in government and community.

Title: What are the benefits of being a Citizen? The U.S. Naturalization Process and the Rights/Duties of an American Citizen
Description:
Students will compare the Rights, Duties, and Responsibilities of being an American Citizen. They will also learn about the different paths of becoming a citizen in the U.S. and will create an authentic learning product on the Naturalization Process.
Standard(s): [LIT2010] WRI (6-8) 8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Title: Famous Failures
Description:
The students are shown a video of "Famous Failures" which provides examples of famous people who failed many times prior to becoming successful. The students are encouraged to discuss the different people in the video and are asked to think about the famous person's contributions. Was Walt Disney's impact greater than Henry Ford's? The students then (teacher facilitated) list the ten famous people they would put on a “Top 10 list."
This is a College- and Career-Ready Standards showcase lesson plan.
Standard(s): [SS2010] US11 (11) 15: Describe changing social and cultural conditions in the United States during the 1950s, 1960s, and 1970s. [A.1.c., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

Subject: Character Education (K - 12), or Social Studies (7 - 12) Title: Famous FailuresDescription: The students are shown a video of "Famous Failures" which provides examples of famous people who failed many times prior to becoming successful. The students are encouraged to discuss the different people in the video and are asked to think about the famous person's contributions. Was Walt Disney's impact greater than Henry Ford's? The students then (teacher facilitated) list the ten famous people they would put on a “Top 10 list."
This is a College- and Career-Ready Standards showcase lesson plan.

Title: America’s Family Reunion – A Patriotic Celebration of Veterans
Description:
Students will gain an understanding of the significance and meaning of National Veterans Day, the unique founder of the organization and the history created in Birmingham, Alabama for veterans across America. Students will recognize the contributions of ordinary men and women doing extraordinary things by practicing the character education traits of America’s veterans. Specifically lesson activities will focus on citizenship, patriotism, courage, loyalty and respect for others. The lesson will culminate with students conducting a class or school assembly, a recognition program, or an event for their school honoring veterans in their community.
Standard(s): [SS2010] SOC (9-12) 9: Explain the purpose of social systems and institutions, including schools, churches, voluntary associations, and governments.

Subject: Social Studies (7 - 12) Title: America’s Family Reunion – A Patriotic Celebration of VeteransDescription: Students will gain an understanding of the significance and meaning of National Veterans Day, the unique founder of the organization and the history created in Birmingham, Alabama for veterans across America. Students will recognize the contributions of ordinary men and women doing extraordinary things by practicing the character education traits of America’s veterans. Specifically lesson activities will focus on citizenship, patriotism, courage, loyalty and respect for others. The lesson will culminate with students conducting a class or school assembly, a recognition program, or an event for their school honoring veterans in their community.

Title: So, You Want to be a Citizen?
Description:
Students work in groups to create a slide presentation in presentation software aimed at informing immigrants of the qualifications and steps in naturalization as well as the rights, responsibilities, and duties of citizens. Lesson is an interdisciplinary unit teaching publishing software.
Standard(s): [SS2010] CIV (7) 13: Identify contemporary American issues since 2001, including the establishment of the United States Department of Homeland Security, the enactment of the Patriot Act of 2001, and the impact of media analysis.

Subject: English Language Arts (7), or Social Studies (7), or Technology Education (6 - 8) Title: So, You Want to be a Citizen?Description: Students work in groups to create a slide presentation in presentation software aimed at informing immigrants of the qualifications and steps in naturalization as well as the rights, responsibilities, and duties of citizens. Lesson is an interdisciplinary unit teaching publishing software.

Title: So You Think You Are a Citizen?
Description:
Students will learn about the status of citizenship in the United States. Using a graphic organizer and interactive game, students will decide what it means to be a citizen and how can citizenship be obtained.
Standard(s): [SS2010] USG (12) 14: Describe the role of citizens in American democracy, including the meaning, rights, and responsibilities of citizenship; due process and other rights guaranteed by the Constitution of the United States; and participation in the election process.

Subject: Social Studies (7 - 12), or Technology Education (6 - 8) Title: So You Think You Are a Citizen?Description: Students will learn about the status of citizenship in the United States. Using a graphic organizer and interactive game, students will decide what it means to be a citizen and how can citizenship be obtained.

Title: African American Honorees in Alabama History
Description:
Students will create a PowerPoint slide show presentation and brochure on a famous African American icon from the Alabama Calendar. Students may select famous African Americans from Alabama such as Rosa Parks, Vonetta Flowers, Dr. Mae Jemison, Joe Louis, Rev. Fred Shuttlesworth, Rosa Parks, Hank Aaron, Dr. Regina Benjamin, Dr. Ethel Hall, Judge Oscar Adams, Billie Jean Young, George Washington Carver, Booker T. Washington, or Dr. Martin Luther King, Jr.
This lesson was created to accompany the Alabama African American History Calendar Project.
Standard(s): [SS2010] CIV (7) 12: Describe how the United States can be improved by individual and group participation in civic and community activities.

Title: The Impact of Political Debates in the Television Age
Description:
This technology-based lesson encourages active engagement in the state elections process as part of a unit to prepare for debates to be held in the Fall of 2010. The lesson may also be adapted for use as a stand alone lesson. Student groups research television debates from 1960-2008 and collaborate on a wiki to present an overview of each debate and analyze the impact of these political debates on elections. Other lessons in this unit are Why Vote?, How Do You Vote:What Do You Need to Know to Vote in Alabama?, and Analyzing Gubernatorial Debates: The 2010 Election.
Standard(s): [SS2010] CIV (7) 12: Describe how the United States can be improved by individual and group participation in civic and community activities.

Subject: Social Studies (7 - 12), or Technology Education (9 - 12) Title: The Impact of Political Debates in the Television AgeDescription: This technology-based lesson encourages active engagement in the state elections process as part of a unit to prepare for debates to be held in the Fall of 2010. The lesson may also be adapted for use as a stand alone lesson. Student groups research television debates from 1960-2008 and collaborate on a wiki to present an overview of each debate and analyze the impact of these political debates on elections. Other lessons in this unit are Why Vote?, How Do You Vote:What Do You Need to Know to Vote in Alabama?, and Analyzing Gubernatorial Debates: The 2010 Election.

Title: Let's Vote! What Do You Need to Know to Vote In Alabama?
Description:
Registering to vote, gathering information about the candidates, and casting a vote at the polls are vital parts of the process of selecting elected officials. Students will understand how the registration process works and how to cast their votes in Alabama, thus fulfilling their responsibilities as citizens in the electorate.
Standard(s): [SS2010] CIV (7) 12: Describe how the United States can be improved by individual and group participation in civic and community activities.

Subject: Social Studies (7 - 12), or Technology Education (9 - 12) Title: Let's Vote! What Do You Need to Know to Vote In Alabama?Description: Registering to vote, gathering information about the candidates, and casting a vote at the polls are vital parts of the process of selecting elected officials. Students will understand how the registration process works and how to cast their votes in Alabama, thus fulfilling their responsibilities as citizens in the electorate.

Title: What does the President of the United States do?
Description:
Students will create a wiki page that reflects the President of the United States fulfilling five of his formal or informal roles. Students will use the Internet to visit the White House Photo Gallery and capture shapshots of the President of the United States fulfilling his roles. Students will create a Wiki page on which they display pictures of the President fulfilling his roles and identify the role being fulfilled.
Standard(s): [SS2010] CIV (7) 10: Describe individual and civic responsibilities of citizens of the United States.

Subject: Social Studies (7 - 12) Title: What does the President of the United States do?Description: Students will create a wiki page that reflects the President of the United States fulfilling five of his formal or informal roles. Students will use the Internet to visit the White House Photo Gallery and capture shapshots of the President of the United States fulfilling his roles. Students will create a Wiki page on which they display pictures of the President fulfilling his roles and identify the role being fulfilled.

Title: Analyzing Gubernatorial Debates: The 2010 Election
Description:
This technology-based lesson encourages active engagement in the state electoral process. Students collaborate on a wiki designed to aid in analyzing candidates' responses in a gubernatorial debate. Pre-debate and post-debate activties are included and may be adapted for use in either 7th Grade Civics or 12th Grade United States Government.
The 2010 Gubernatorial Debates will be held on September 16th at the University of Alabama and October 19th at Auburn University. The debates will be televised and are Co-sponsored by the Student Government Associations of The University of Alabama and Auburn University, Alabama Disabilities Advocacy Program, and the League of Women Voters of Alabama, Greater Tuscaloosa, and East Alabama.
Standard(s): [SS2010] CIV (7) 12: Describe how the United States can be improved by individual and group participation in civic and community activities.

Subject: Social Studies (7 - 12), or Technology Education (9 - 12) Title: Analyzing Gubernatorial Debates: The 2010 Election
Description: This technology-based lesson encourages active engagement in the state electoral process. Students collaborate on a wiki designed to aid in analyzing candidates' responses in a gubernatorial debate. Pre-debate and post-debate activties are included and may be adapted for use in either 7th Grade Civics or 12th Grade United States Government.
The 2010 Gubernatorial Debates will be held on September 16th at the University of Alabama and October 19th at Auburn University. The debates will be televised and are Co-sponsored by the Student Government Associations of The University of Alabama and Auburn University, Alabama Disabilities Advocacy Program, and the League of Women Voters of Alabama, Greater Tuscaloosa, and East Alabama.

Title: Elephant or Donkey? Examining the Republican or Democratic Party Platform
Description:
Students will visit the websites for the National Republican and National Democratic Party. Students will choose topics of interest to them and compare the positions of both parties on the topic. Students will complete a graphic organizer to take notes on the party position and then use those notes to write about which party's position they personally most closely align.
Standard(s): [SS2010] CIV (7) 12: Describe how the United States can be improved by individual and group participation in civic and community activities.

Subject: Social Studies (7 - 12) Title: Elephant or Donkey? Examining the Republican or Democratic Party PlatformDescription: Students will visit the websites for the National Republican and National Democratic Party. Students will choose topics of interest to them and compare the positions of both parties on the topic. Students will complete a graphic organizer to take notes on the party position and then use those notes to write about which party's position they personally most closely align.

Title: Why Vote?
Description:
Students will complete a web quest that includes reading material on the expansion of voting rights, viewing video on historical events related to suffrage, and completing a multimedia project (public service announcement). An extension poster project is included.
Standard(s): [SS2010] CIV (7) 12: Describe how the United States can be improved by individual and group participation in civic and community activities.

Subject: Social Studies (7 - 12), or Technology Education (9 - 12) Title: Why Vote?Description: Students will complete a web quest that includes reading material on the expansion of voting rights, viewing video on historical events related to suffrage, and completing a multimedia project (public service announcement). An extension poster project is included.

Title: Fact vs. Opinion
Description:
This lesson is a hands-on way for students to learn how to discern between fact and opinion. This is an important skill for citizenship in that citizens should be informed about what is happening in their communities and should take credible information with them into the voting booth. This lesson overlaps with the seventh grade English curriculum, offering students a chance to write a persuasive paragraph.
Standard(s): [SS2010] CIV (7) 12: Describe how the United States can be improved by individual and group participation in civic and community activities.

Subject: Social Studies (7) Title: Fact vs. OpinionDescription: This lesson is a hands-on way for students to learn how to discern between fact and opinion. This is an important skill for citizenship in that citizens should be informed about what is happening in their communities and should take credible information with them into the voting booth. This lesson overlaps with the seventh grade English curriculum, offering students a chance to write a persuasive paragraph.

Title: Congress: Requirements for Office, Members Currently Serving in the United States Congress, and Characteristics and Experiences Needed for Election to Public Office
Description:
The students will research and present a computer slide-show on the requirements of office of the Senate and the House of Representatives and a special focus on the two Senators and a House member from one selected state. The students will create an election brochure in which they themselves will run for one of the above offices.
Standard(s): [SS2010] CIV (7) 12: Describe how the United States can be improved by individual and group participation in civic and community activities.

Title: Personal Heritage Project
Description:
This research project requires students to connect with the past by researching both primary and secondary sources for family history. Their findings are presented in a keepsake portfolio and in a multimedia presentation comparing the historical time period of an ancestor to their own.
Standard(s): [SS2010] CIV (7) 10: Describe individual and civic responsibilities of citizens of the United States.

Subject: English Language Arts (7), or Social Studies (6 - 7), or Technology Education (6 - 8) Title: Personal Heritage ProjectDescription: This research project requires students to connect with the past by researching both primary and secondary sources for family history. Their findings are presented in a keepsake portfolio and in a multimedia presentation comparing the historical time period of an ancestor to their own.

Title: Democrat or Republican
Description:
During this lesson, students will begin to understand the differences between the two major political parties that exist in the United States of America. Students will have the opportunity to discuss the roles of each presidential candidate and his/her political views.
Standard(s): [SS2010] CIV (7) 12: Describe how the United States can be improved by individual and group participation in civic and community activities.

Subject: Social Studies (7) Title: Democrat or RepublicanDescription: During this lesson, students will begin to understand the differences between the two major political parties that exist in the United States of America. Students will have the opportunity to discuss the roles of each presidential candidate and his/her political views.

Thinkfinity Lesson Plans

Title: Four Freedoms for the Fourth
Description:
This page from EDSITEment features resources relating to freedom, and presents information and activities about Franklin Delano Roosevelt's concept of The Four Freedoms. Learn more about political speeches, freedom, and the U.S. government by visiting the EDSITEment lesson plans and EDSITEment-reviewed Web sites referenced on this page.
Standard(s): [SS2010] CIV (7) 13: Identify contemporary American issues since 2001, including the establishment of the United States Department of Homeland Security, the enactment of the Patriot Act of 2001, and the impact of media analysis.

Subject: Social StudiesTitle: Four Freedoms for the FourthDescription: This page from EDSITEment features resources relating to freedom, and presents information and activities about Franklin Delano Roosevelt's concept of The Four Freedoms. Learn more about political speeches, freedom, and the U.S. government by visiting the EDSITEment lesson plans and EDSITEment-reviewed Web sites referenced on this page.Thinkfinity Partner: EDSITEmentGrade Span: K,1,2,3,4,5,6,7,8,9,10,11,12

ALEX Multimedia

Title: If I Were Leader of the Free World: Breath
Overview:
My podcast is about me being the leader of the free world. The speech was a way of saying the things that are important if I were leader. The speech was originally delivered at Bethel Baptist Church in Fairfield. When i was first invited to deliver the speech, I was very excited, but when i got to the church I got nervous, so I had to take a time out and "breath" for myself then it turned out to be good. Standard(s):
[SS2010] CIV (7) 12: Describe how the United States can be improved by individual and group participation in civic and community activities.

If I Were Leader of the Free World: BreathOverview:My podcast is about me being the leader of the free world. The speech was a way of saying the things that are important if I were leader. The speech was originally delivered at Bethel Baptist Church in Fairfield. When i was first invited to deliver the speech, I was very excited, but when i got to the church I got nervous, so I had to take a time out and "breath" for myself then it turned out to be good.

Title: Isms: Harmful to Our Communities and Schools
Overview:
Isms can be both benign and quite harmful. Capitalism and Catholicism arguably never hurt anyone. Racism and sexism though can be damaging to a community and certainly to a school. Working with the standards established through the YWCAs Heritage Panel workshop, Mr. Strickland and his students have created an easy to understand primer on the harmful -isms we should all be on the lookout for in and around all of us. Standard(s):
[SS2010] CIV (7) 12: Describe how the United States can be improved by individual and group participation in civic and community activities.

Isms: Harmful to Our Communities and SchoolsOverview:Isms can be both benign and quite harmful. Capitalism and Catholicism arguably never hurt anyone. Racism and sexism though can be damaging to a community and certainly to a school. Working with the standards established through the YWCAs Heritage Panel workshop, Mr. Strickland and his students have created an easy to understand primer on the harmful -isms we should all be on the lookout for in and around all of us.

Title: Political Parties
Overview:
This podcast is designed to give students an introduction to political parties, platforms, planks, and third parties. It consists of relevant pictures and narration that introduces pertinent vocabulary. It is aligned with a lesson plan called Get the Party Started! Standard(s):
[SS2010] CIV (7) 12: Describe how the United States can be improved by individual and group participation in civic and community activities.

Political PartiesOverview:This podcast is designed to give students an introduction to political parties, platforms, planks, and third parties. It consists of relevant pictures and narration that introduces pertinent vocabulary. It is aligned with a lesson plan called Get the Party Started!

Thinkfinity Multimedia

Title: Freedom Riders
Description:
Join the courageous band of students and civil rights activists called Freedom Riders in 1961 as they challenged segregation in the American South. An NEH-funded website from American Experience with video clips of the participants, interactive time lines, and interactive maps. A series of lesson plans are included.
Standard(s): [SS2010] US11 (11) 14: Trace events of the modern Civil Rights Movement from post-World War II to 1970 that resulted in social and economic changes, including the Montgomery Bus Boycott, the desegregation of Little Rock Central High School, the March on Washington, Freedom Rides, the Sixteenth Street Baptist Church bombing, and the Selma-to-Montgomery March. (Alabama) [A.1.c., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

Subject: Social StudiesTitle: Freedom RidersDescription: Join the courageous band of students and civil rights activists called Freedom Riders in 1961 as they challenged segregation in the American South. An NEH-funded website from American Experience with video clips of the participants, interactive time lines, and interactive maps. A series of lesson plans are included.Thinkfinity Partner: EDSITEmentGrade Span: 7,8,9,10,11

Title: First Person Account: Fred Castleberry
Description:
Fred Castleberry, an US infantryman in Vietnam, tells how a Huey saved his life after he was wounded in battle.This video is part of the Price of Freedom learning resources package for use with the The Soldiers Experience lesson plan. It was produced to accompany the exhibition The Price of Freedom: Americans at War .
Standard(s): [SS2010] CIV (7) 10: Describe individual and civic responsibilities of citizens of the United States.

Subject: Social StudiesTitle: First Person Account: Fred CastleberryDescription: Fred Castleberry, an US infantryman in Vietnam, tells how a Huey saved his life after he was wounded in battle.This video is part of the Price of Freedom learning resources package for use with the The Soldiers Experience lesson plan. It was produced to accompany the exhibition The Price of Freedom: Americans at War .Thinkfinity Partner: SmithsonianGrade Span: 2,3,4,5,6,7,8,9,10,11,12

Title: Join the Student Sit-Ins Classroom Videos
Description:
In this series of five short videos, students can watch a museum theater presentation. During the presentation, a fictional composite character from 1960 is conducting a training session for people interested in joining a student sit-in to protest racial segregation. The student speaks about the recent protests in Greensboro, North Carolina, and coaches members of the audience in the philosophy and tactics of non-violent direct action.
Standard(s): [SS2010] CIV (7) 12: Describe how the United States can be improved by individual and group participation in civic and community activities.

Subject: Social StudiesTitle: Join the Student Sit-Ins Classroom VideosDescription: In this series of five short videos, students can watch a museum theater presentation. During the presentation, a fictional composite character from 1960 is conducting a training session for people interested in joining a student sit-in to protest racial segregation. The student speaks about the recent protests in Greensboro, North Carolina, and coaches members of the audience in the philosophy and tactics of non-violent direct action.Thinkfinity Partner: SmithsonianGrade Span: 5,6,7,8,9,10,11,12

Thinkfinity Informational Materials

Title: Lap Blanket
Description:
The American flag is a powerful symbol of freedom and independence for many activist groups who wish to claim full rights as citizens . This commercially marketed lap blanket was altered by hand to include the universal access symbol made up of stitched stars.
Standard(s): [SS2010] CIV (7) 10: Describe individual and civic responsibilities of citizens of the United States.

Subject: Social StudiesTitle: Lap BlanketDescription: The American flag is a powerful symbol of freedom and independence for many activist groups who wish to claim full rights as citizens . This commercially marketed lap blanket was altered by hand to include the universal access symbol made up of stitched stars.Thinkfinity Partner: SmithsonianGrade Span: K,1,2,3,4,5,6,7,8,9,10,11,12

Title: Freedom Riders
Description:
Join the courageous band of students and civil rights activists called Freedom Riders in 1961 as they challenged segregation in the American South. An NEH-funded website from American Experience with video clips of the participants, interactive time lines, and interactive maps. A series of lesson plans are included.
Standard(s): [SS2010] US11 (11) 14: Trace events of the modern Civil Rights Movement from post-World War II to 1970 that resulted in social and economic changes, including the Montgomery Bus Boycott, the desegregation of Little Rock Central High School, the March on Washington, Freedom Rides, the Sixteenth Street Baptist Church bombing, and the Selma-to-Montgomery March. (Alabama) [A.1.c., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

Subject: Social StudiesTitle: Freedom RidersDescription: Join the courageous band of students and civil rights activists called Freedom Riders in 1961 as they challenged segregation in the American South. An NEH-funded website from American Experience with video clips of the participants, interactive time lines, and interactive maps. A series of lesson plans are included.Thinkfinity Partner: EDSITEmentGrade Span: 7,8,9,10,11

Title: Great Websites for Kids
Description:
Created by the American Library Association, this portal website helps parents and children find age appropriate educational materials on the Internet.
Standard(s): [SS2010] WH8 (8) 16: Describe major cultural changes in Western Europe in the High Middle Ages (1000-1300 A.D.).

Subject: Arts,Language Arts,Mathematics,Physical Education,Science,Social Studies,GeographyTitle: Great Websites for KidsDescription: Created by the American Library Association, this portal website helps parents and children find age appropriate educational materials on the Internet.Thinkfinity Partner: EDSITEmentGrade Span: K,PreK,1,2,3,4,5,6,7

Title: Blog Post: Star Spangled Women: Mary Pickersgill
Description:
In this post, students will learn the story of Mary Pickersgill, the woman who created the Star-Spangled Banner. Mary Pickersgill learned the art of flagmaking from her mother, Rebecca Young, who made a living during the Revolution sewing flags, blankets, and uniforms for George Washington's Continental army. Rebecca lived with Mary during the time the Star-Spangled Banner was created, but since she was 73 years old at the time, we have no idea how much she was able to contribute. We do know that Mary's daughter Caroline, her two teenage nieces Eliza and Jane, and an indentured servant named Grace Wisher did help with the onerous task of sewing the 30 × 42 foot flag. Grace was an African-American teen who had entered into a six-year indentured apprenticeship with Mary in order to learn the art and mystery of Housework and plain sewing. Written by Megan Smith, Education Specialist in the Department of Public Programming, this post is published on the Museum's "O Say Can You See?" blog.
Standard(s): [SS2010] CIV (7) 10: Describe individual and civic responsibilities of citizens of the United States.

Subject: Social StudiesTitle: Blog Post: Star Spangled Women: Mary PickersgillDescription: In this post, students will learn the story of Mary Pickersgill, the woman who created the Star-Spangled Banner. Mary Pickersgill learned the art of flagmaking from her mother, Rebecca Young, who made a living during the Revolution sewing flags, blankets, and uniforms for George Washington's Continental army. Rebecca lived with Mary during the time the Star-Spangled Banner was created, but since she was 73 years old at the time, we have no idea how much she was able to contribute. We do know that Mary's daughter Caroline, her two teenage nieces Eliza and Jane, and an indentured servant named Grace Wisher did help with the onerous task of sewing the 30 × 42 foot flag. Grace was an African-American teen who had entered into a six-year indentured apprenticeship with Mary in order to learn the art and mystery of Housework and plain sewing. Written by Megan Smith, Education Specialist in the Department of Public Programming, this post is published on the Museum's "O Say Can You See?" blog.Thinkfinity Partner: SmithsonianGrade Span: 5,6,7,8,9,10,11,12

Title: Got Ramps? Architectural Barriers Game
Description:
This activity will help students understand how polio affected the lives of Americans throughout the 20th century. Got Ramps? illustrates the changes in architectural barriers between 1955 and 2005, before and after the Architectural Barriers Act (1968) and the Americans with Disabilities Act (1990). Playing the part of a wheelchair user, students choose a postcard and make the decisions required to deliver it to the post office. They can then email the virtual postcard to someone that they know. This game is part of the online exhibition, http://americanhistory.si.edu/polio/" Whatever Happened to Polio?
Standard(s): [SS2010] CIV (7) 10: Describe individual and civic responsibilities of citizens of the United States.

Subject: Social StudiesTitle: Got Ramps? Architectural Barriers GameDescription: This activity will help students understand how polio affected the lives of Americans throughout the 20th century. Got Ramps? illustrates the changes in architectural barriers between 1955 and 2005, before and after the Architectural Barriers Act (1968) and the Americans with Disabilities Act (1990). Playing the part of a wheelchair user, students choose a postcard and make the decisions required to deliver it to the post office. They can then email the virtual postcard to someone that they know. This game is part of the online exhibition, http://americanhistory.si.edu/polio/" Whatever Happened to Polio?Thinkfinity Partner: SmithsonianGrade Span: 3,4,5,6,7,8,9,10,11,12

Title: Japanese Americans and the U.S. Constitution: Justice
Description:
Students will learn about the efforts of Japanese Americans to receive justice after their internment during World War II. This section of http://americanhistory.si.edu/perfectunion/experience/" A More Perfect Union , an online exhibition, uses artifacts from the Museum's collections, primary source documents, photographs and oral histories to discuss the court cases brought against the government, the formal apologies and efforts of redress by the government and the successes of members of the Japanese American community in post-war United States . Oral history transcripts are available in each subsection of this webpage.
Standard(s): [SS2010] US11 (11) 10: Describe the impact of World War II on the lives of American citizens, including wartime economic measures, population shifts, growth in the middle class, growth of industrialization, advancements in science and technology, increased wealth in the African-American community, racial and ethnic tensions, Servicemen's Readjustment Act of 1944 (G. I. Bill of Rights), and desegregation of the military. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]

Subject: Social StudiesTitle: Japanese Americans and the U.S. Constitution: JusticeDescription: Students will learn about the efforts of Japanese Americans to receive justice after their internment during World War II. This section of http://americanhistory.si.edu/perfectunion/experience/" A More Perfect Union , an online exhibition, uses artifacts from the Museum's collections, primary source documents, photographs and oral histories to discuss the court cases brought against the government, the formal apologies and efforts of redress by the government and the successes of members of the Japanese American community in post-war United States . Oral history transcripts are available in each subsection of this webpage.Thinkfinity Partner: SmithsonianGrade Span: 4,5,6,7,8,9,10,11,12

Thinkfinity Interactive Games

Title: Freedom Riders
Description:
Join the courageous band of students and civil rights activists called Freedom Riders in 1961 as they challenged segregation in the American South. An NEH-funded website from American Experience with video clips of the participants, interactive time lines, and interactive maps. A series of lesson plans are included.
Standard(s): [SS2010] US11 (11) 14: Trace events of the modern Civil Rights Movement from post-World War II to 1970 that resulted in social and economic changes, including the Montgomery Bus Boycott, the desegregation of Little Rock Central High School, the March on Washington, Freedom Rides, the Sixteenth Street Baptist Church bombing, and the Selma-to-Montgomery March. (Alabama) [A.1.c., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

Subject: Social StudiesTitle: Freedom RidersDescription: Join the courageous band of students and civil rights activists called Freedom Riders in 1961 as they challenged segregation in the American South. An NEH-funded website from American Experience with video clips of the participants, interactive time lines, and interactive maps. A series of lesson plans are included.Thinkfinity Partner: EDSITEmentGrade Span: 7,8,9,10,11

Title: Preparing for the Oath: Symbols & Holidays
Description:
Discover America's key symbols and holidays through short videos, mini-activities, and practice questions in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The seven questions included in this segment cover topics such as national holidays, the American flag, the national anthem, and the Statue of Liberty.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.
Standard(s): [SS2010] CIV (7) 10: Describe individual and civic responsibilities of citizens of the United States.

Subject: Social StudiesTitle: Preparing for the Oath: Symbols & HolidaysDescription: Discover America's key symbols and holidays through short videos, mini-activities, and practice questions in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The seven questions included in this segment cover topics such as national holidays, the American flag, the national anthem, and the Statue of Liberty.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.Thinkfinity Partner: SmithsonianGrade Span: 4,5,6,7,8,9,10,11,12

Title: Preparing for the Oath: Voting
Description:
Learn more about the American voting system using short videos, mini-activities, and practice questions in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The seven questions included in this segment cover constitutional amendments about voting, political parties, and when Americans elect their president.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.
Standard(s): [SS2010] US10 (10) 10: Analyze key ideas of Jacksonian Democracy for their impact on political participation, political parties, and constitutional government. [A.1.a., A.1.c., A.1.e., A.1.f., A.1.g., A.1.i., A.1.j.]

Subject: Social StudiesTitle: Preparing for the Oath: VotingDescription: Learn more about the American voting system using short videos, mini-activities, and practice questions in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The seven questions included in this segment cover constitutional amendments about voting, political parties, and when Americans elect their president.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.Thinkfinity Partner: SmithsonianGrade Span: 4,5,6,7,8,9,10,11,12

Title: Preparing for the Oath: Responsibilities
Description:
Explore the civic responsibilities of Americans through short videos, mini-activities, and practice questions in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The four questions included in this segment cover taxes, selective service, jury duty, and the Naturalization Oath.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.
Standard(s): [SS2010] ECON (12) 11: Explain how the government uses fiscal policy to promote the economic goals of price stability, full employment, and economic growth.

Subject: Social StudiesTitle: Preparing for the Oath: ResponsibilitiesDescription: Explore the civic responsibilities of Americans through short videos, mini-activities, and practice questions in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The four questions included in this segment cover taxes, selective service, jury duty, and the Naturalization Oath.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.Thinkfinity Partner: SmithsonianGrade Span: 4,5,6,7,8,9,10,11,12

Title: Preparing for the Oath: Rights
Description:
Learn more about the rights of Americans through short videos, mini-activities, and practice questions in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The nine questions included in this segment cover topics such as freedoms in the Constitution, the Civil Rights Movement, and rights to participate in government.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.
Standard(s): [SS2010] USG (12) 14: Describe the role of citizens in American democracy, including the meaning, rights, and responsibilities of citizenship; due process and other rights guaranteed by the Constitution of the United States; and participation in the election process.

Subject: Social StudiesTitle: Preparing for the Oath: RightsDescription: Learn more about the rights of Americans through short videos, mini-activities, and practice questions in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The nine questions included in this segment cover topics such as freedoms in the Constitution, the Civil Rights Movement, and rights to participate in government.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.Thinkfinity Partner: SmithsonianGrade Span: 4,5,6,7,8,9,10,11,12

Title: Preparing for the Oath: Famous Citizens
Description:
This segment of Preparing for the Oath: U.S. History and Civics for Citizenship teaches about famous citizens of the United States through short videos, mini-activities, and practice questions. The eight questions in this segment cover individuals including Benjamin Franklin, George Washington, Thomas Jefferson, Abraham Lincoln, Susan B. Anthony, and Martin Luther King, Jr.
Standard(s): [SS2010] US11 (11) 14: Trace events of the modern Civil Rights Movement from post-World War II to 1970 that resulted in social and economic changes, including the Montgomery Bus Boycott, the desegregation of Little Rock Central High School, the March on Washington, Freedom Rides, the Sixteenth Street Baptist Church bombing, and the Selma-to-Montgomery March. (Alabama) [A.1.c., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

Subject: Social StudiesTitle: Preparing for the Oath: Famous CitizensDescription: This segment of Preparing for the Oath: U.S. History and Civics for Citizenship teaches about famous citizens of the United States through short videos, mini-activities, and practice questions. The eight questions in this segment cover individuals including Benjamin Franklin, George Washington, Thomas Jefferson, Abraham Lincoln, Susan B. Anthony, and Martin Luther King, Jr.Thinkfinity Partner: SmithsonianGrade Span: 4,5,6,7,8,9,10,11,12

Title: Preparing for the Oath: The 1900s
Description:
Use short videos, mini-activities, and practice questions to explore American history from the 1900s in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The nine questions included in this segment cover topics such as World War II, the Civil Rights Movement, and September 11, 2001.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.
Standard(s): [SS2010] US11 (11) 14: Trace events of the modern Civil Rights Movement from post-World War II to 1970 that resulted in social and economic changes, including the Montgomery Bus Boycott, the desegregation of Little Rock Central High School, the March on Washington, Freedom Rides, the Sixteenth Street Baptist Church bombing, and the Selma-to-Montgomery March. (Alabama) [A.1.c., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

Subject: Social StudiesTitle: Preparing for the Oath: The 1900sDescription: Use short videos, mini-activities, and practice questions to explore American history from the 1900s in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The nine questions included in this segment cover topics such as World War II, the Civil Rights Movement, and September 11, 2001.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.Thinkfinity Partner: SmithsonianGrade Span: 4,5,6,7,8,9,10,11,12

Title: Preparing for the Oath: The 1800s
Description:
Explore the history of America in the 1800s through short videos, mini-activities, and practice questions in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The eight questions included in this segment cover topics such as the Civil War, slavery, the Louisiana Purchase, and Susan B. Anthony.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.
Standard(s): [SS2010] US10 (10) 13: Summarize major legislation and court decisions from 1800 to 1861 that led to increasing sectionalism, including the Missouri Compromise of 1820, the Compromise of 1850, the Fugitive Slave Acts, the Kansas-Nebraska Act, and the Dred Scott decision. [A.1.a., A.1.c., A.1.e., A.1.f., A.1.g., A.1.i., A.1.j.]

Subject: Social StudiesTitle: Preparing for the Oath: The 1800sDescription: Explore the history of America in the 1800s through short videos, mini-activities, and practice questions in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The eight questions included in this segment cover topics such as the Civil War, slavery, the Louisiana Purchase, and Susan B. Anthony.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.Thinkfinity Partner: SmithsonianGrade Span: 4,5,6,7,8,9,10,11,12

Title: Preparing for the Oath: Establishing Independence
Description:
Learn more about America's transition from colony to country through short videos, mini-activities, and practice questions in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The eight questions included in this segment cover topics such as the Declaration of Independence, the War of Independence, and George Washington.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.
Standard(s): [SS2010] US10 (10) 3: Trace the chronology of events leading to the American Revolution, including the French and Indian War, passage of the Stamp Act, the Boston Tea Party, the Boston Massacre, passage of the Intolerable Acts, the Battles of Lexington and Concord, the publication of Common Sense, and the signing of the Declaration of Independence. [A.1.a., A.1.b., A.1.d., A.1.g., A.1.i.]

Subject: Social StudiesTitle: Preparing for the Oath: Establishing IndependenceDescription: Learn more about America's transition from colony to country through short videos, mini-activities, and practice questions in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The eight questions included in this segment cover topics such as the Declaration of Independence, the War of Independence, and George Washington.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.Thinkfinity Partner: SmithsonianGrade Span: 4,5,6,7,8,9,10,11,12

Title: Preparing for the Oath: Geography
Description:
This segment of Preparing for the Oath: U.S. History and Civics for Citizenship teaches about the geography of the United States through short videos, mini-activities, and practice questions. The eight questions in this segment cover topics such as, the longest rivers in the country, the oceans that border the country, and the states that border Canada and Mexico.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.
Standard(s): [SS2010] CIV (7) 10: Describe individual and civic responsibilities of citizens of the United States.

Subject: Social StudiesTitle: Preparing for the Oath: GeographyDescription: This segment of Preparing for the Oath: U.S. History and Civics for Citizenship teaches about the geography of the United States through short videos, mini-activities, and practice questions. The eight questions in this segment cover topics such as, the longest rivers in the country, the oceans that border the country, and the states that border Canada and Mexico.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.Thinkfinity Partner: SmithsonianGrade Span: 4,5,6,7,8,9,10,11,12

Title: Preparing for the Oath: A Growing Nation
Description:
Explore the history of the peopling of America through short videos, mini-activities, and practice questions in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The eight questions included in this segment cover topics such as American Indians, British colonists, slavery, westward expansion, and immigration.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.
Standard(s): [SS2010] US10 (10) 13: Summarize major legislation and court decisions from 1800 to 1861 that led to increasing sectionalism, including the Missouri Compromise of 1820, the Compromise of 1850, the Fugitive Slave Acts, the Kansas-Nebraska Act, and the Dred Scott decision. [A.1.a., A.1.c., A.1.e., A.1.f., A.1.g., A.1.i., A.1.j.]

Subject: Social StudiesTitle: Preparing for the Oath: A Growing NationDescription: Explore the history of the peopling of America through short videos, mini-activities, and practice questions in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The eight questions included in this segment cover topics such as American Indians, British colonists, slavery, westward expansion, and immigration.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.Thinkfinity Partner: SmithsonianGrade Span: 4,5,6,7,8,9,10,11,12

Title: Preparing for the Oath: Presidency
Description:
Use short videos, mini-activities, and practice questions to explore the executive branch in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The ten questions included in this segment cover topics such as the powers of the presidency, the role of the Vice President, and positions within the President's Cabinet.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.
Standard(s): [SS2010] CIV (7) 10: Describe individual and civic responsibilities of citizens of the United States.

Subject: Social StudiesTitle: Preparing for the Oath: PresidencyDescription: Use short videos, mini-activities, and practice questions to explore the executive branch in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The ten questions included in this segment cover topics such as the powers of the presidency, the role of the Vice President, and positions within the President's Cabinet.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.Thinkfinity Partner: SmithsonianGrade Span: 4,5,6,7,8,9,10,11,12

Title: Preparing for the Oath: Congress
Description:
Discover Congress through short videos, mini-activities, and practice questions in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The eleven questions included in this segment cover topics such as the bicameral nature of Congress, the number of representatives in each house of Congress, and the process of getting elected to either house of Congress.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.
Standard(s): [SS2010] USG (12) 11: Evaluate constitutional provisions of the legislative branch of the government of the United States, including checks by the legislative branch on other branches of government.

Subject: Social StudiesTitle: Preparing for the Oath: CongressDescription: Discover Congress through short videos, mini-activities, and practice questions in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The eleven questions included in this segment cover topics such as the bicameral nature of Congress, the number of representatives in each house of Congress, and the process of getting elected to either house of Congress.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.Thinkfinity Partner: SmithsonianGrade Span: 4,5,6,7,8,9,10,11,12

Title: Preparing for the Oath: Courts
Description:
Learn more about the judicial branch of the government through short videos, mini-activities, and practice questions in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The four questions included in this segment cover topics such as the purpose of the Supreme Court and the number of justices that serve on it.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.
Standard(s): [SS2010] USG (12) 13: Evaluate constitutional provisions of the judicial branch of government of the United States, including checks by the judicial branch on other branches of government, limits on judicial power, and the process by which cases are argued before the United States Supreme Court.

Subject: Social StudiesTitle: Preparing for the Oath: CourtsDescription: Learn more about the judicial branch of the government through short videos, mini-activities, and practice questions in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The four questions included in this segment cover topics such as the purpose of the Supreme Court and the number of justices that serve on it.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.Thinkfinity Partner: SmithsonianGrade Span: 4,5,6,7,8,9,10,11,12

Title: Preparing for the Oath: Writing the Constitution
Description:
Explore Constitutional history through short videos, mini-activities, and practice questions in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The six questions included in this segment cover topics such as the Constitutional Convention, the Bill of Rights, and amendments to the Constitution.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.
Standard(s): [SS2010] USG (12) 3: Analyze major features of the Constitution of the United States and the Bill of Rights for purposes, organization, functions, and principles, including rule of law, federalism, limited government, popular sovereignty, judicial review, separation of powers, and checks and balances.

Subject: Social StudiesTitle: Preparing for the Oath: Writing the ConstitutionDescription: Explore Constitutional history through short videos, mini-activities, and practice questions in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The six questions included in this segment cover topics such as the Constitutional Convention, the Bill of Rights, and amendments to the Constitution.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.Thinkfinity Partner: SmithsonianGrade Span: 4,5,6,7,8,9,10,11,12

Title: Preparing for the Oath: Government Basics
Description:
Use short videos, mini-activities, and practice questions to explore the basic elements of the United States government in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The ten questions included in this segment cover topics such as federalism, the Constitution, and checks and balances.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.
Standard(s): [SS2010] USG (12) 13: Evaluate constitutional provisions of the judicial branch of government of the United States, including checks by the judicial branch on other branches of government, limits on judicial power, and the process by which cases are argued before the United States Supreme Court.

Subject: Social StudiesTitle: Preparing for the Oath: Government BasicsDescription: Use short videos, mini-activities, and practice questions to explore the basic elements of the United States government in this segment of Preparing for the Oath: U.S. History and Civics for Citizenship. The ten questions included in this segment cover topics such as federalism, the Constitution, and checks and balances.This site was designed with the needs of recent immigrants in mind. It is written at a low-intermediate ESL level.Thinkfinity Partner: SmithsonianGrade Span: 4,5,6,7,8,9,10,11,12

Title: Guidelines for Discussion about 9/11
Description:
This guide from the National September 11 Memorial and Museum offers suggestions for teachers on how to prepare for and structure conversations about 9/11 with students of all ages.
Standard(s): [SS2010] US11 (11) 16: Describe significant foreign and domestic issues of presidential administrations from Richard M. Nixon to the present. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.h., A.1.i., A.1.k.]

Subject: Social StudiesTitle: Guidelines for Discussion about 9/11Description: This guide from the National September 11 Memorial and Museum offers suggestions for teachers on how to prepare for and structure conversations about 9/11 with students of all ages.Thinkfinity Partner: SmithsonianGrade Span: 5,6,7,8,9,10,11,12

Title: Responsibility and Leadership
Description:
Video.
Standard(s): [SS2010] CWI (9-12) 3: Compare civic responsibilities, individual rights, opportunities, and privileges of citizens of the United States to those of citizens of other nations.